CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Has a foundational Examines concepts in Understands and explains
knowledge of subject subject matter and the relationship between
matter, related academic academic language to essential subject matter
3.1 Demonstrating language, and academic identify connections concepts, academic
knowledge of subject content standards. between academic content language, and academic
matter academic standards and instruction. content standards.
content standards 09/27/17
On my wall I have the
California content
standards for each of the
classes I teach. I also circle
the standard that we are
learning during that class.
I began the year by
teaching current issues in
the world today and the
global trends that attach to
those issues. Now, we are
looking back at history to
see why the world is
where it is today. I also
integrate into each class
technology and the latest
common core pedagogical
research. 09/27/17
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter
concepts, academic concepts, current issues,
content standards, and academic language, and
academic language in research to make relevant
ways that ensure clear connections to standards
connections and relevance during instruction and
to students. 1/08/19 extend student learning.
05/03/19
In the beginning of the Throughout my time as a
year my grasp on US teacher I have made it a
history was good, but now focus to learn as much of
after teaching the content the content that I have to
and going through teach as possible. In the
everything one needs to past two years I have
for understanding AP I taught for the first time,
have grown a lot in AP United States History,
subject matter knowledge. United States History,
I have integrated Modern World History,
technology by putting all Government/Economics,
of my period quizzes on and AP Human
google forms so I can Geography. In each class I
analyze the data and have grappled with the
reteach on the content concepts and tied them in
that my students need with current issues to
more time on in the construct the most
second semester. 1/08/19 relevant connections to
standards as possible.
05/03/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and associated
understanding of academic language in
subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
05/03/19
Since my school is a global
school there are varying
levels of English
development. So I am
defining the academic
vocabulary and I provide
the students with
dictionaries and allow
them to translate the
English word they do not
know or understand on
their computer. I have a lot
more growth in this area
to help the students fully
understand the content.
Looking back on my
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in ways
that engage students in
accessing subject matter
text or learning activities.
05/10/18
Since my school has
mostly ELLs I have found a
number of ways to help
with content and academic
language. The idioms are
harder to teach but the
students understand them.
05/10/18
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in
language, text structures, self-directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access to students in using analysis
subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

previous rating I thought

that since I have not been
able to integrate
technology better my
second language students
are not further than
exploring. The only
technology that I have
been able to integrate with
their language is google
translate. Knowing this
about their language needs
means I should have been
able to grow further.
05/03/19

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. 09/27/17 extend student
facilitate student
matter. 05/03/19 understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

In this element I have not

grown because I can not
adjust the curriculum
must since it is AP and
how much content their
are. In each lesson I try
and connect what we are
learning in that class to
something that is
currently happening so
that the students can
connect to the material
better. I also build my
lesson purposefully so that
everything should be
thematic or chronological
to help student grasp the
content. While in teaching
AP I try to organize the
content in a more
accessible way, even using
technology to rework the
way others have taught AP
has not shown advantages
that move me beyond this
rating. I use google forms
to organize my students
understanding, but
traditionally it is the same
organization that others
have used. 09/27/17-
05/03/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing increase student academic language to ensure student meta-cognitive abilities,
instructional understanding of academic appropriate to subject understanding of and support and challenge
strategies that are language appropriate to matter and that addresses academic language, and the full range of student
appropriate to the subject matter. students’ diverse learning guide student in towards a deep
subject matter needs. understanding knowledge of subject
connections within and matter.
across subject matter.
09/27/17-05/03/19

I have not quite made an

extensive repertoire of
strategies, but I have a few
more then I had at the
beginning of the year. I
use a number of
instructional strategies to
help students understand
the content. From
modeling how to analyze
primary and secondary
sources to using
technology to help in
students understanding of
the content. My focus is
more with the students
understanding in depth
what they are learning
then just glossing over the
material and moving on to
the next activity. One way
that I have used
technology to help with
instructional strategies is
reworking document
based questions into
Google Classroom.
09/27/17-05/03/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and critical
standards-aligned Explores how to make reflect the diversity of the students. thinking about subject
instructional Identifies technological technological resources classroom and support matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to subject matter. equitable access to Ensures that student are
make subject matter materials, resources, and able to obtain equitable
accessible to all Guides students to use technologies. Seeks access to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs. 09/27/17-05/03/19

Integrating technology
and resources other then
the textbook is a very
important part of what I
do in my class. From using
Google Classroom to
finding a number of other
sources that the students
get to analyze so that they
are discovering history for
themselves instead of
being told what happened
in history is important. I
am also constantly
researching to see if I can
find new ways to use
technology in my
classroom that will bring
history to life.
09/27/17-05/03/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture​ and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’ performance
needs of ​English to identify gaps in English
learners​ and student language development.
with special needs to Provides adapted materials
provide equitable to help English learners Attempts to scaffold content
access to the content access content. using visuals, models, and
graphic organizers.
09/27/17-05/03/19
Teaching at a global school
has opened my eyes to
how much more I need to
do to help the students
access the content. I
provide the students with
definitions of terms that
might be difficult, a
translator, and
dictionaries, graphic
organizers, seat the
students in ways that will
help them succeed, but
some students need more
supports, which I am
implementing. One way
that I try to work in
technology to help my
students with their English
language acquisition is
allowing them to have
technology to help them
access the content, but
honestly it creates a crutch
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the study development, English in English language
of language and content. learners’ strengths and development and in meeting
Differentiates instruction assessed needs into English content standards. Supports
using one or more language and content students to establish and
components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content. 05/10/18
I have grown significantly
in this area, but now with
how much I have grown I
know how much further
the gap is. Since I am a vice
principal now I reordered
the after school programs
so that we could teach ELD
support 3 days after
school for all of our
struggling students.
05/10/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and ​student
with special needs​ to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
for my students to depend
on technology to
understand English.
09/27/17-05/03/19
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly with
resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in accessing
appropriate content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
09/27/17-11/03/18
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports families
in positive engagement with
school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive support
and/or extended learning
that is integrated into the
core curriculum. 5/03/19
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
05/10/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I provide my students with
graphic organizers so that
they can access the
sources well. I provide
students with sentence
stems, have students work
collaboratively, and have
set routines for students to
feel comfortable. I also
analyze the data given to
me for each special needs
student and I provide
more scaffolding where
needed and take away
scaffolding for students
that are advanced. I often
use technology to create
digital versions of graphic
organizers.
09/27/17-11/03/18
As a teacher that is also an Since I am a vice principal
administrator I have now I reordered the after
found that we do well school programs so that
with some things like SSTs we could teach ELD
and talking with parents support 3 days after
about how we are going school for all of our
to accommodate for their struggling students.
student, but the step that 05/10/18
we are missing and why I
have pulled back from
other ratings is we do not
follow up as well as we
need to. We hit all the
informal buttons like
communicating with other
teachers, but having
students be successful in
the model is lacking.
05/03/19